Standardized Testing

The beginning of chapter 32 summarized my feelings about standardized testing: "standardization reduces the quality and quantity of what is taught and learned in schools"....and "over the long term, standardization creates inequalities, widening the gap between the quality of education for poor and minority youth and that of more priveledged students" (505). These two quotes not only grabbed by immediate attention, but I believe them to be extremely true. I'm sure we all can agree, as pre-service teachers, that standardized tests are not only unfair, but truly do limits the content delieved from the curriculum. I can't even count the number of times teachers have skipped over great lessons, or minimized other creative lessons, just to make sure they teach what will be on the test. From the teacher's point of view, I can understand wanting to prepare your students as best as possible for the dreaded test...but really? what does it test?

Do these standardized test really test our student's knoweldge/abilities? I remember when I took the Praxis I, my lowest score was the writing section -an English student. I was shocked, because my math score was the highest. I've always been horrible at math during high school and college, and always excelled in my English classes. This really opened my eyes as to how unaccurate these tests can be.....

Teaching for Social Justice

Chapter 29 talks a lot about social justice, and the different approaches teachers can take while teaching this to students. The quote that really struck me was on page 441: "[students] need to understand more deeply the conditions of their lives and the sociopolitical dynamics of their world. Thus, teachers could pose questions to students to help them address and understand these issues. For example: Why are there so many gangs in your neighborhood, and why are so many bright and talented students dropping out and joining them?"

When I read the above statement, I instantly thought of my 8th graders, in my current placement. The students are VERY aware of the things going on outside their school, on the street, and in their homes. I read about the fear students have about gangs, robberies, and drug dealers. Just today, a journal prompt was for students to write 7-10 sentences about what college they wanted to go to, and why. My students had a really hard time with this, because a large majority of them really believe they will never have a chance in higher education. I used this resistance, as a "teachable moment." I asked students why they think this way, when I know as their teacher, that they are all capable of graduating and doing amazing things. One student responded, "I'm just going to sell drugs and make money that way, because I don't want to do any work." I was speechless for a second, and then turned the conversation to discuss how every student has the ability to succeed. I want to talk about these kind of things with my students, but at the same time, I can't relate. I don't know what it's like to have to fear gangs, or turn to drug dealing as a "career." What to do?

English Only in the Classroom

Chapter 25 was much more relevant to me, now, as I am finishing up my student teaching in MPS, than it would have been five years ago. I graduated from a predominately white, suburban high school, and diversity wasn't much an issue for me (that I was aware of anyways). However, after having experience with teaching English language learners, I was glad to have this read clear up a few things for me. At the beginning of my placement there was a student who had recently (within about 2 weeks) moved to American from China. With that said, he didn't know any English, yet sat in the English class every day. I felt sorry for the student, because I would see him look at his fellow classmates' work and copy their answers to the best of his ability. My co-op had no clue what she was supposed to do with him, except try to teach him in English.

Eventually he was transferred to a different school where he would be able to learn the English language, and my co-op was extremely relieved; but after reading chapter 25, my perspective of this issue has greatly changed. I really wonder -considering the school I'm currently teaching in had these type of resources -if it would have benefited the student to be taught the content we were learning in his native language. I strongly think he would have picked up on the content. I do believe that it is important for students or anyone for that matter to learn English at some point, but when? I'm not entirely sure. Overall, I know that this chapter made me see the whole "English learning" issue from a different angle. It's definitely complicated.

Becoming Aware

Page 339 in chapter 22 writes, "whatever the experiences that lead to growing personal awareness of their homosexuality, most gay and lesbian adolescents can vividly recall a period of intense anxiety when they first realized that they suddenly belonged to a group of people that is often vehemently dispised. For the adolescent, an identity crises occurs." In my opinion, teachers need to be educated in issues such as homosexuality, as we may have several students throughout our career who experience such things. My best friend in high school was gay, although nobody had any idea until a few years after he graduated. Through his experience, I can vouch for how hard it can be for an individual to be dealing with these type of feelings, and not having a safe enough atmosphere to express them. My high school was not extremely tolerant of homosexuals, and I know that is one of the many reasons my friend didn't show his true self.

As teachers, we need to not only inform our students about the differences that exist in this world, but we need to also model repsectful behavior to enhance a safe learning environment. After all, if, as teacher we do not provide a safe environment for ALL our students, than we're not fully doing our job. By educating ourselves, and therefore, our students about such issues as homosexuality, than hopefully a better, more tolerant learning environment was exist.

An Eye Opener

In chapter 17, I struck with the following quote from psychiatrist Gloria Powell, "when peer acceptance is dependent upon how white-like one is, then education becomes a subtractive process, a relinquishing of cultural self-identity. Black students in predominantly white settings are often living bi culturally, straddling at least two worlds: black and white" (267). This quote immediately made me think of the high school I attended, as it was predominately white, with a few African Americans attending due to Chapter 220. I never even considered for a single second, what it must be like for the African American students to be coming to my high school every morning, until the tables were turned. Northwest Secondary School, (my middle school placement) is for the most part all black. I've been there a month and I've seen a handful of white students, and about 20 Asian students; even the administration is mostly black. I'll admit that at first I was intimidated, since this was the first time I was the minority.
But I have to say, at my school, race isn't much of an issue. Students and teachers treat everyone the same, which is awesome, because I know in some places that isn't always the case. What's interesting about this though, is that the students don't give other students a hard time about being black, rather, they give themselves a hard time. Many of my black students repeatedly make comments quietly to themselves or through their journal entries about how being black can really limit their success in this world, and that they need to work twice as hard as anyone else to really succeed. Hearing and reading these statements really upset me, because my students are only twelve, thirteen and fourteen years old and they already have fallen victim to the stereotypes out there. What makes it even more upsetting is that I see many students use this "stereotype/issue" as an excuse/reason to not even attempt work. My co-op tells them all the time how important school is and that the fact that they don't do their work is the real reason why they may not succeed-not because they're black. I don't' know, I guess this chapter made me realize how hard it may be for some of my students who are not confident in themselves and their skin color.

Collaborative Planning

My group focused on the question: "What model/programs have been developed to foster team-building, collaborative planning, human relations, conflict-resolutions and/or staff development for middle school teachers and staff? My part of the project was to focus on the collaborative planning aspect and I found a ton of helpful information. Just a few highlights of what's to come for our presentation this Monday are: the four different ways teachers can co-teach or collaboratively teach, and the plus/negatives of each approach. The benefits of collaborative planning in general, tips on ways to collaborate with peers, and there is even a brief layout of an actual collaborative planning meeting, used in middle/secondary schools which will be turned into a handout. This is only a quick explanation of what my portion of the project was, but you'll see the rest this Monday.

The Emergent Middle School

I thought chapters 9-11 were interesting and informative, and found myself highlighting line after line. One line from chapter 10, "Turning Points: Preparing American Youth for the 21st Century" reads, "A volatile mismatch exists between the organization and curriculum of middle grade schools and the intellectual and emotional needs of young adolescents" (170). To be honest, I'm not sure if this quote is entirely true, but I can understand why some may think in this way. Since I'm in a middle school for a couple hours every day this semester, I have easy access to the curriculum, and even better, the chance to observe middle school students in their middle school environment. I'm sure we all can say first hand that if the assignment/activity/lesson is boring, the students are not going to respond in the way we most likely intended. The students need a curriculum that speaks to them, and keeps them engaged. My co-op (for her reading class) lets the students read over a number of stories in their Literature books, and had them decide which stories they thought the class should focus their attention on. I love this idea because she's not only letting the students take control over what is being read, but she makes an honest effort for her students to be engaged. I'm at my placement for first block Reading, and second block, eighth grade English, and its' amazing to see the difference in the students.

In the first block, where my students are constantly engaged, the room is quieter and more focused. Overall, much more work gets completed in a single day compared to the eighth graders. On the other hand, eighth grade has to do a daily grammar sheet and journaling which takes up the majority of the block. When the daily assignment are finished, my co-op gives them a quick grammar lesson and the class is over. The second block has more disturbances and more confused students. Overall, the curriculum needs to be suitable for the kids. I see first hand what happens with the curriculum does not match the students interests, abilities, or emotions: the students become bored, and there isn't much learning taking place.